Assessment in the Second Language Writing Classroom

Index

206 ACT, 121–122, 146, 168t, 176–177 analytic rubrics, 44 artificial intelligence, 166–167, 168t assessment: characteristics, 14–17, 33, 80; control of, vii, 5–6, 10–13, 72–73, 129–131, 185; criteria, 70–72, 102–104; design, 33–50; history, 19–27; political aspects, 110–112, 129–131; purposes, 5–6, 8–9, 32; responsibility for, vii, 2–3, 9–13, 159–160, 177–179, 185; training needed, 181–182; types, 14, 56–57, 77–85, 108–109, 128, 132, 176; views on, vii, 14–17. See also biases; tests, standardized assignments: bias in, 87–88; compare and contrast, 64, 65–67; design of, 59–64, 68–70, 72–73; essays, 64, 68–69, 70, 74–76; in-class writing, 71; peer review, 77–78, 104–107; reflection letter, 47–48; shaped by assessment, 101–104. See also curriculum asynchronous communication, 138–141 automated essay scoring. See machine scoring biases: contrastive rhetoric and, 105–107; definition, 86; development of, 88; of grammar errors, 98–101; of L2 students, 97–98; in peer review, 104–107; personality type and, 91–92; political, 111–113; in tests, 87–88, 107–111, 125–126 Blake, R.J., 138–142 Bloch, J., 138–140, 142–143 blogs, 140–141 Breland, H., 87, 158 Broad, B., 12, 16, 19, 26, 43, 158 Brown, H.D., 33, 45, 46, 72, 87–88, 128 Burstein, J.C., 157, 159, 161–162, 164, 173, 177, 179 California Intersegmental Committee, 89–90 chat rooms, 142, 153–154 Chodorow, M., 157, 177 College Board, 120–121, 126–127, 167, 168t COMPASS, 107, 168t computer-mediated communication (CMC), 138– 139, 142 computer-mediated discourse (CMD), 138–139, 142 Connor, U., 105–106 consequential validity, 41 construct validity, 41 content standards, 34–35 content validity, 41 contrastive rhetoric, 105–107 Cornett, C., 102–104 costs, testing, 115–116 course catalog descriptions, 62–63 criteria development, 70–72 CRITERION, 158, 168t, 174 Index Page numbers followed by t indicate table 207 criterion validity, 41 Crusan, D., 2, 12–13, 29, 73, 93–94, 96, 102–104, 107–109, 111, 144–145, 153, 175, 181 cultural capital, 59, 134 curriculum: assessment design and, 33–50; assessment impact on, 10–13; assignment design and, 59–64, 68–70, 72–73; influence of standardized testing on, 127–128; maintaining control of, 72–73; NCLB impacts, 42–43, 131–132 deficit theory, 23–24 Delpit, L.D., 59, 134 descriptors, 60–61 direct assessment, 108 discussion, online, 138–143 EduMetry, 149–150 Elluminate®, 138, 142 email, 139–140 Emig, J., 24, 92 English as a Second Language. See second language teaching e-rater, 124, 164–165, 168t, 177 Educational Records Privacy Act (ERPA), 139–140 ESL. See second language teaching essays: process, 70; in testing, 20, 26–27, 126–129; timed, 64, 68–69, 126–128; writing prompts, 68–69, 71, 87–88. See also machine scoring ETS, 116–119, 122–124, 158–159, 164–165, 168t e-Write, 176–177 face validity, 41 Ferris, D.R., 46, 59, 72, 91, 98, 101, 153, 181 formative assessments, 56–57 Freire, P., 130–131 Generation 1.5 students, 119–122 goals, 62–63 grammar and bias, 98–101 GRE, 122–124 Hamp-Lyons, L., 2, 4, 6, 9–10, 12, 14, 16, 18–20, 27, 30, 46, 108– 109, 127–128, 153, 174–175, 180 Hansen, J.G., 77, 104–105 Haswell, R.H., 7, 11–12, 50, 108– 109, 126, 161, 163, 164, 172, 175, 178–179 Hedgcock, J., 46, 59, 72, 101 holistic rubrics, 44, 45–46 Huot, B., 1, 7, 12, 16–19, 28, 32, 80, 107–108, 145, 153, 175, 185 in-class writing assignments, 71 indirect assessment, 14, 108 Intelligent Essay Assessor (IEA), 165–166, 168t, 171–172 IntelliMetric ®, 166–167, 168t, 172 Internet: paper mills, 146–148; TOEFL testing, 116–118 Kaplan, R.B., 105–106 Knowledge Analysis Technologies, 165 language: acquisition process, 91, 99, 182; proficiency tests, 116– 119; testing theories, 27–30 large-scale assessment. See tests, standardized latent semantic analysis (LSA), 165–166, 168t Leki, I., 8, 64, 96, 171 Liu, J., 77, 104–105, 181 low English proficiency (LEP) writing, 34–37 machine scoring: ability to read for meaning, 171–172; accountability in, 183–184; advantages, 172–173; debate about, 156–157; definition, 157; disadvantages, 173–174; effects of, 170; evolution of, 161–164; how it works, 160; and L2 students, 176– 177; products, 164–170; professional opinions on, 174– 175; student benefits, 158–159...